Promoting Strategic Learning by Postsecondary Students with Learning Disabilities

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Abstract
The research described here investigated the effectiveness of an intervention model designed to promote self-regulated and strategic learning: Strategic Content Learning (SCL). In SCL, rather that focusing on teaching students specific cognitive strategies, instruction focuses on supporting students to develop a strategic approach to learning. The study comprised six parallel case studies embedded within a single-group, pre-post design. Each student chose a task of importance to current or future academic work, and individualized support was provided on those tasks. Participants were adults with learning disabilities (5 women and 1 man, ages 18 to 36 years) enrolled in postsecondary education programs. Results indicated, that students' task performance improved. Additionally, gains in metacognitive knowledge about tasks and strategies, increased perceptions of self-efficacy, and shifts in attributional patterns were observed. Most critically, the evidence suggested that students became more self-regulated in their learning: They were active in developing and modifying strategies, they transferred strategies across contexts, and they began to attack noninstructed tasks strategically. The particular suitability of SCL as an intervention for adults with learning disabilities is described, and implications of the findings for research and practice are discussed.